Guest
Serenity and Pico,
Sorry this has taken so long. I had it typed up once on the board but lost it.
Didnât have the patience to do it again right away. As you read, youâll see there is still no pre-intervention but that is because they have hired a new SpEd teacher for his class next year and we will reconvene
when she is in place so she can be involved. She is also a certified counselor, so heâs in the right place. Their first concern is to build up his self-esteem, which sucks right now, and to give him some successes so he will begin to like school again.
First thing that happened is a Functional Behavior Assessment. Rustyâs Mom, the SpEd teacher, the Behavior Specialist, and I were given forms (about 12 pages) to answer questions about Rusty, how he felt, how we felt about him, when he was frustrated,etc. Then Behavior Specialist observed Rusty and then interviewed him, asking him questions from another form to get his opinion about himself. He was very insightful, and everyone was impressed with his answers.
Pico: We talked about the point system, and will revisit that possibility when team is reconvened.
This is all going to be part of his IEP.
The Behavior Implementation Plan starts out with: Priority areas/Levels of Performance.
1. He likes art and wants to be an artist.
2. He participates appropriately in GATE (program for Gifted children)
3. Rusty states that he does not like school. He doesnât think that teachers or peers understand him.
4. He feels rejected by peers. He has difficulty initiating friendships and does not understand the difference between students choosing an activity that he doesnât like from rejecting him personally.
5. Rusty talks out and makes noises - more to distract himself that to distract others.
6. He has difficulty starting tasks.
7. He moves from item to item on his desk.
8. He moves from one assignment to others without completing the tasks.
9. He has disruptive movements during tasks: looking at others or their work, shoulder wriggling, fidgeting.
10. He pulls himself off task more than others do.
11. He appears to be appropriately placed in GATE.
12. He states his feelings well, but is not able to make friends easily - withdrawing.
13. He does not recognize actions as representing feelings - either positive or negative (doesnât read body language in others).
14. He has poor self-esteem, but he identifies his shortcomings and strengths realistically.
15. He prefers unstructured activities which he can direct or control, preferring to play with younger children.
16. He does not like following directions, but he needs structure - a schedule or ritual - to maintain consistency and form even short term plans.
17. In summary, the following areas are of greatest concern:
a. Processing information - requests or performance requests.
b. Social skills - making friends, recognizing social cues.
c. Transitioning from one activity to another.
Hereâs what they are going to do:
1. Directions need to be given one at a time based on completion
2. Preteach/preplan transitions
3. Allow Rusty to wear a watch to learn to self-plan (Note from Lee: First they were talking about giving him 10 minute and 5 minute warnings on changes. I suggested that they ask him how long he has before he has to make a change, so that it becomes his responsibility).
4. Post a schedule - perhaps a list of what we do next.
5. Limit the number of items in/on his work area
6. When Rusty has questions about the motives of other students, he will learn to (a) ask an adult
-OR- b) Move his position with adult permission -OR- c) Discuss the situation with an adult to find out what feelings were really indicated.
7. He will be under a trained adult supervision at all times, to observe and correct, if he is misreading motives.
8. A reward system will be developed based on responsible behavior, using gold, silver, and bronze âmedalsâ as indications of successes. (Note from Lee: This was his request during his interview - he has several medals for things and he cherishes them).
9. Rusty will attend self-contained class room for academics and social behavioral needs, but will be mainstreamed in GATE, Music, Art, and PE, because those are his successful classes.
END PARAGRAPH:
The IEP team will be reconvened 4-6 weeks into the new school year to provide observation by new teacher. Behavior specialist will work with new teacher during that period.
SO THERE IT IS. Not exactly what I hoped for, but a fair start.
Hereâs a little background on what we had to go through with the schools in case anyone is
interested. Rusty is now 10 years old and going into 5th grade in September. He spent k and 1st grade in a school where he was constantly reprimanded and punished for inattention and inappropriate behavior. He was very bored in the classes because he had already learned everything they were teaching. We didnât have a diagnosis at that time and had barely heard of ADHD and all the other alphabet soup. Needless to say, we knew nothing about FAPE, 504s,
IDEA97, IEPs, FBA, BIP. And, of course, the school staff never suggested any help or services for him. We placed his name in the lottery to attend a school specializing in art and communication, because we thought the smaller classes would be better for him. When his name was drawn, we talked to the principal and she said they wouldnât have a problem with his issues.
So he started 2nd grade there and still wasnât intellectually challenged until 3rd grade. Then he had a great teacher, who knew how to manage him. We also found out about Sped and IEPs and had him tested and developed his first IEP, also now had first diagnosis - ADHD. He also started in GATE (program for gifted children) that year. Third grade was a pretty good year. His fourth grade teacher had no clue how to handle him and he started going down hill. Spent most of his time in isolation or being punished in one way or another for his behavior.
Lost all self-esteem and began to hate school with a passion. She didnât choose her battles well, like throwing away
papers he spent hours on because his name wasnât on them, and telling him to do them over. He had melt downs almost every day. The staff all followed the principalâs rule that Rusty âchoosesâ to misbehave, that he could âcontrol himself if he wanted to.â He was not allowed to attend the Thanksgiving festivities with his class because he was too disruptive. When I found out he wasnât
going to be allowed to attend the festivities on last day before Christmas break, I went to the school and retrieved him. Principal was pi**ed, but she had said several times she wanted him out of her school. During this year, his diagnoses went from ADHD to Tourettes, ODD, Obsessive Compulsive Disorder (OCD), and
Bi-Polar. Iâm not saying the school staff caused it, just that it was exacerbated under their lack of proper management.
In December, I emailed all our state senators and asked for help because I didnât know where to go. One of them put me in touch with the head of special student services at the school district,and he called for an IEP meeting in January which he attended. I found this board in January.
Yeeaaahhhhhh. I asked a lot of questions, printed out everything that was there, and everything on every link. Went though 5 reams of paper and 3 ink cartridges. I studied it all, and started pushing for Rusty to get out of that school and into a self-contained classroom. We had 5 IEP
meetings since January and I WROTE THE LAST ONE myself and presented it at the last
meeting. and yes, I wrote a parent report. Everyone agreed to the IEP and agreed that Rusty was in the wrong placement and should be in a self-contained class room. It took from December to April 12 to get him out of that school and placed appropriately. So all of you out there who are waiting until September to get your child tested and write an IEP, itâs very time consuming and you need to start now. Anyway, heâs in a new school, his class has 4 students, one teacher,one aide. Still in GATE program, mainstreamed in specials like art, music, PE. Itâs so wonderful to deal with a supportive school staff that agrees that Rusty has a disability and wants to do
everything possible to help him become a solid citizen. But the best thing is they like him, respect him, know he has the ability to do wonderful things with the proper support. And for Karen Helm,
Becky, Cory, and Mike......I finally found you, or someone like you.
Been looking for a long time.
Love
Lee
------------------
grandmother of:
4 yo easy child boy
Brand new baby girl (easy child so far
10 yo difficult child boy, gifted, takes up 100% of my time
ODD,ADHD,Obsessive Compulsive Disorder (OCD),Tourettes,rage seizures, bi-polar
Risperdal, 1mg morning(was on 2 1/2 but being eliminated), Depakote 250mg 3 times a day (also being cut back and eliminated). Started on wellbutrin and Tegretol
Married to husband 42 years
ICQ# 29389778
[This message has been edited by leew (edited 06-14-99).]
Sorry this has taken so long. I had it typed up once on the board but lost it.
when she is in place so she can be involved. She is also a certified counselor, so heâs in the right place. Their first concern is to build up his self-esteem, which sucks right now, and to give him some successes so he will begin to like school again.
First thing that happened is a Functional Behavior Assessment. Rustyâs Mom, the SpEd teacher, the Behavior Specialist, and I were given forms (about 12 pages) to answer questions about Rusty, how he felt, how we felt about him, when he was frustrated,etc. Then Behavior Specialist observed Rusty and then interviewed him, asking him questions from another form to get his opinion about himself. He was very insightful, and everyone was impressed with his answers.
Pico: We talked about the point system, and will revisit that possibility when team is reconvened.
This is all going to be part of his IEP.
The Behavior Implementation Plan starts out with: Priority areas/Levels of Performance.
1. He likes art and wants to be an artist.
2. He participates appropriately in GATE (program for Gifted children)
3. Rusty states that he does not like school. He doesnât think that teachers or peers understand him.
4. He feels rejected by peers. He has difficulty initiating friendships and does not understand the difference between students choosing an activity that he doesnât like from rejecting him personally.
5. Rusty talks out and makes noises - more to distract himself that to distract others.
6. He has difficulty starting tasks.
7. He moves from item to item on his desk.
8. He moves from one assignment to others without completing the tasks.
9. He has disruptive movements during tasks: looking at others or their work, shoulder wriggling, fidgeting.
10. He pulls himself off task more than others do.
11. He appears to be appropriately placed in GATE.
12. He states his feelings well, but is not able to make friends easily - withdrawing.
13. He does not recognize actions as representing feelings - either positive or negative (doesnât read body language in others).
14. He has poor self-esteem, but he identifies his shortcomings and strengths realistically.
15. He prefers unstructured activities which he can direct or control, preferring to play with younger children.
16. He does not like following directions, but he needs structure - a schedule or ritual - to maintain consistency and form even short term plans.
17. In summary, the following areas are of greatest concern:
a. Processing information - requests or performance requests.
b. Social skills - making friends, recognizing social cues.
c. Transitioning from one activity to another.
Hereâs what they are going to do:
1. Directions need to be given one at a time based on completion
2. Preteach/preplan transitions
3. Allow Rusty to wear a watch to learn to self-plan (Note from Lee: First they were talking about giving him 10 minute and 5 minute warnings on changes. I suggested that they ask him how long he has before he has to make a change, so that it becomes his responsibility).
4. Post a schedule - perhaps a list of what we do next.
5. Limit the number of items in/on his work area
6. When Rusty has questions about the motives of other students, he will learn to (a) ask an adult
-OR- b) Move his position with adult permission -OR- c) Discuss the situation with an adult to find out what feelings were really indicated.
7. He will be under a trained adult supervision at all times, to observe and correct, if he is misreading motives.
8. A reward system will be developed based on responsible behavior, using gold, silver, and bronze âmedalsâ as indications of successes. (Note from Lee: This was his request during his interview - he has several medals for things and he cherishes them).
9. Rusty will attend self-contained class room for academics and social behavioral needs, but will be mainstreamed in GATE, Music, Art, and PE, because those are his successful classes.
END PARAGRAPH:
The IEP team will be reconvened 4-6 weeks into the new school year to provide observation by new teacher. Behavior specialist will work with new teacher during that period.
SO THERE IT IS. Not exactly what I hoped for, but a fair start.
Hereâs a little background on what we had to go through with the schools in case anyone is
interested. Rusty is now 10 years old and going into 5th grade in September. He spent k and 1st grade in a school where he was constantly reprimanded and punished for inattention and inappropriate behavior. He was very bored in the classes because he had already learned everything they were teaching. We didnât have a diagnosis at that time and had barely heard of ADHD and all the other alphabet soup. Needless to say, we knew nothing about FAPE, 504s,
IDEA97, IEPs, FBA, BIP. And, of course, the school staff never suggested any help or services for him. We placed his name in the lottery to attend a school specializing in art and communication, because we thought the smaller classes would be better for him. When his name was drawn, we talked to the principal and she said they wouldnât have a problem with his issues.
So he started 2nd grade there and still wasnât intellectually challenged until 3rd grade. Then he had a great teacher, who knew how to manage him. We also found out about Sped and IEPs and had him tested and developed his first IEP, also now had first diagnosis - ADHD. He also started in GATE (program for gifted children) that year. Third grade was a pretty good year. His fourth grade teacher had no clue how to handle him and he started going down hill. Spent most of his time in isolation or being punished in one way or another for his behavior.
papers he spent hours on because his name wasnât on them, and telling him to do them over. He had melt downs almost every day. The staff all followed the principalâs rule that Rusty âchoosesâ to misbehave, that he could âcontrol himself if he wanted to.â He was not allowed to attend the Thanksgiving festivities with his class because he was too disruptive. When I found out he wasnât
going to be allowed to attend the festivities on last day before Christmas break, I went to the school and retrieved him. Principal was pi**ed, but she had said several times she wanted him out of her school. During this year, his diagnoses went from ADHD to Tourettes, ODD, Obsessive Compulsive Disorder (OCD), and
Bi-Polar. Iâm not saying the school staff caused it, just that it was exacerbated under their lack of proper management.
In December, I emailed all our state senators and asked for help because I didnât know where to go. One of them put me in touch with the head of special student services at the school district,and he called for an IEP meeting in January which he attended. I found this board in January.
meetings since January and I WROTE THE LAST ONE myself and presented it at the last
meeting. and yes, I wrote a parent report. Everyone agreed to the IEP and agreed that Rusty was in the wrong placement and should be in a self-contained class room. It took from December to April 12 to get him out of that school and placed appropriately. So all of you out there who are waiting until September to get your child tested and write an IEP, itâs very time consuming and you need to start now. Anyway, heâs in a new school, his class has 4 students, one teacher,one aide. Still in GATE program, mainstreamed in specials like art, music, PE. Itâs so wonderful to deal with a supportive school staff that agrees that Rusty has a disability and wants to do
everything possible to help him become a solid citizen. But the best thing is they like him, respect him, know he has the ability to do wonderful things with the proper support. And for Karen Helm,
Becky, Cory, and Mike......I finally found you, or someone like you.
Love
Lee
------------------
grandmother of:
4 yo easy child boy
Brand new baby girl (easy child so far
10 yo difficult child boy, gifted, takes up 100% of my time
ODD,ADHD,Obsessive Compulsive Disorder (OCD),Tourettes,rage seizures, bi-polar
Risperdal, 1mg morning(was on 2 1/2 but being eliminated), Depakote 250mg 3 times a day (also being cut back and eliminated). Started on wellbutrin and Tegretol
Married to husband 42 years
ICQ# 29389778
[This message has been edited by leew (edited 06-14-99).]
